LISA ChatGPT

Well-being and mental health are fundamental components of children's development and their educational success. Yet, more than one in four children face challenges such as neurodevelopmental and learning disorders (like Specific Learning Disorder, Autism Spectrum Disorder, Attention deficit hyperactivity disorder, etc.), mood disorders (like anxiety, depression), or emotional and behavioral disorders.

In the absence of detection and intervention, these challenges often lead to severe consequences for the child and those around them: lack of interest, dropping out, bullying, violence, suicidal actions...

The LISA research-action program provides educational stakeholders with tools to identify, understand, and collaborate, to support each child, both in and outside of school, based on their strengths and needs. Co-constructed by teachers, families, researchers, clinicians, and other educational actors, LISA develops a community, a training program, and a digital platform.

LISA is originally developed and prototyped in France, initiated by iféa, a network of innovative schools, and the Learning Planet Institute. LISA is developed Under the supervision of its scientific committee, including Ariel B. Lindner, Bennett L. Leventhal, Richard Delorme, Bruno Falissard, Caroline Huron, Yasser Kazhaal, and others; a dedicated team including Anirudh Krishnakumar, Naima Page, Kseniia Konischeva, Arno Klein, and others; and key partner institutions including the Child Mind Institute, INSERM U1284, CléPsy, and the Robert Debré Hospital in Paris.

The project has received support from the French government to be deployed in 200 schools within the Académie de Créteil, Académie de Paris, Académie de Versaille, and the Mission laïque française.

LISA aims to provide stakeholders in the education of children and adolescents with evidence-based, actionable, and accessible training and guidance in the process of identifying and supporting their unique strengths and needs. As part of this effort, LISA is building a database of resources, Lisapedia.

While all Lisapedia content will be carefully written, reviewed, and validate by a scientific and editorial committee, this page represents a technological proof of concept of combining structured knowledge from field experts with generative AI to draft content, which can then be reviewed and edited by experts.

THIS CONTENT IS DISPLAYED HERE FOR DEMONSTRATION PURPOSES ONLY. IT IS NOT INTENDED TO BE USED AS A REFERENCE. SOME CONTENT MAY BE IRRELEVANT, OR EVEN OUTRIGHT FALSE. IF YOU SUSPECT A MEDICAL CONDITION, IMMEDIATLY REFER TO A TRAINED PROFESSIONAL.

In this area, my children/student displays the following behavior:Help

Unable to use recurring and/or persistent thoughts, ideas, and/or interests to achieve goals
Unable to develop and support the recurrent thoughts or ideas necessary to sustain efforts required to achieve a goal or an objective.
Appropriately manages recurring and/or persistent thoughts, ideas, and/or interests to achieve goals
Persistent, recurrent thoughts or ideas are essential to completing tasks or remembering components of tasks or goals as one develops and implements strategies for problem-solving. Flexibly and adaptively managing these recurrent thoughts, including appropriately dismissing them, is necessary to function adaptively, and attend to multiple competing goals in an appropriate manner.
Recurring and/or persistent thoughts/ideas are obsessive, intrusive and disrupt daily function
Persistent, intrusive thoughts and/or ideas that interfere with processes to complete tasks and engage productively in work or social/environmental interactions.

I am:

This is the generated guide:

View prompt


I am a 6th grade math teacher. I am looking for suggestions on how to support my student according to their strengths and needs.

You are a child and adolescent psychiatrist. Your role is to provide guidance to a 6th grade math teacher on how to support student according to their strengths and needs.

My student has been assessed for the following dimension:

Obsessive thoughts - managing recurring and/or persistent thoughts, ideas, and/or interests: Sustained, recurring, goal-directed thoughts or ideas assist in focussing attention and activity in support of completing a task or achieving short- and long-term goals. In addition to helping sustain attention or focus, revisiting the thought or idea supports problem-solving or re-working the options necessary to achieve a goal. When these thoughts are persistent and intrusive, they interfere with social, behavioral, and/or cognitive function. Persistent thoughts may include perseveration on specific or irrelevant topics, numbers, words, sounds, tasks, concerns, and fears.
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His/her profile is as follows:

Unable to use recurring and/or persistent thoughts, ideas, and/or interests to achieve goals: Unable to develop and support the recurrent thoughts or ideas necessary to sustain efforts required to achieve a goal or an objective.

Create a guide that I can use and share to best support my student.

The guide MUST have the following structure:


1. Overview of the challenges associated with this profile

Present this section as a markdown table with 2 columns:
- Challenges,
- How they manifest.

2. Efficient, evidence-based strategies to support this student

In this section, include 3 to 5 strategies. Each strategy must have:
- A title,
- A brief description and why it is efficient,
- Specific implementation steps,
- Parameters to monitor and adjust.

Present this information in a markdown table with 4 columns.

Each strategy must be sustainable and easy to implement in the classroom, and lead to this student nurturing his strengths and building resilience.

3. Do and don'ts

List common mistakes to avoid and best practices to follow when supporting this student.

Present this information in a markdown table with 2 columns.

4. Further reading and research

List resources that can help me learn more about this profile, as well as a choice of keywords to use in my own research.

Be concise and use simple language. Prefer using bullet points and/or markdown tables instead of long text paragraphs.

Sure, here is the guide as requested:

Overview of the challenges associated with this profile

Challenges	How they manifest
Difficulty Concentrating	Student may show inability to focus on a task, resulting in low work productivity and quality.
Inability to Achieve Goals	The student may struggle to work towards objectives they set for themselves due to the lack of persistent thoughts to drive them.
Struggle with Problem-Solving	Persistent thoughts also help in analyzing and solving problems. A lack of these could affect the student's problem-solving skills.

Efficient, evidence-based strategies to support this student

Title	Description and Why It's Efficient	Implementation Steps	Parameters to Monitor and Adjust
Chunking	Chunking breaks down tasks into manageable pieces. This makes it more achievable.	1. Identify the larger task. 2. Break it down into smaller, achievable tasks.	Monitor student's progress with smaller tasks. Adjust the size of the tasks if necessary.
Goal Setting	This strategy helps to create focus. It is efficient because it gives the student a specific aim.	1. Channel the students' thoughts towards a common goal. 2. Make the goal clear and understandable.	Measure the success in achieving the goal. Adjust the goal if it is too hard or easy.
Reminders and Prompts	These help to sustain student's focus and attention.	1. Use sticky notes, alarms, or other tools as reminders. 2. Regularly remind the student of their objective.	Monitor if the reminders are helping. Too many may become a distraction.

Do and don'ts

Do's	Don'ts
Encourage the student and acknowledge their efforts	Don't make the objective seem unattainable
Make the surroundings less distracting	Don't expect instant results
Adopt a patient approach	Don't overlook progress, however small

Further reading and research

Books: "The Explosive Child" by Ross Greene, "Driven to Distraction" by Edward Hallowell and John Ratey
Research Keywords: 'Obsessive thoughts in children', 'Strategies to support attention in class', 'Goal setting in education'